Developing Game Based on Historical Event with RPG Maker MV ...

Developing Game Based on Historical Event with RPG Maker MV Muhammad Azmi1, Jamil2 1Department

of Historical Studies, Faculty of Teacher Training and Education, Mulawarman University, East Kalimantan Indonesia, 2Department of Historical Studies, Faculty of Teacher Training and Education, Mulawarman University, East Kalimantan Indonesia, Corresponding email: [email protected]

ABSTRACT During this time, history was taught with variety of methods and approaches. History is identical to a past event that has a storyline and the various characters involved in it. Historical learning will certainly be tedious when a teacher teaches like a speaker, telling of events that occurred in the past without thinking that the learners do not follow the storyline made by him. History is diachronic. In other words, history should be taught to provide insight to learners that the process of time is important. History certainly has a storyline like a Role Playing Game, such as Final Fantasy series. The game development by using history as the storyline is expected to make students understand about place and time in a historical event. The emergence of software development for Role Playing Game that is initiated by Kadokawa provides a new path for the development of game-based learning. Game-based learning actually is an approach to learning that provides an opportunity for user to gain knowledge that is packaged in a game. This article will discuss about designing a game which is based on a historical event. Keywords: Historical Learning, Historical Game, RPG Maker MV

1 INTRODUCTION Game-based learning is much developed, especially since the exact nature of the subjects. This is due to the ease in the development of the material that is for sure, the different case with the social sciences have many points of view. This ultimately also affects social sciences learning methods that become monotonous. Learning method can be a key role in getting interested from the student. Game based learning have some evidence for learning with it, such as (1) game can get hooked, (2) games are an extraordinary mode of learning, (3) games provide a safe environment, (4) serious games are educational, and (5) games favour soft skills learning (gamelearn, 2015). Computer games offer multiple benefits for instructional purpose: (a) learning procedures and outcomes with complex and diverse approaches; (b) interactivity; (c) ability to address cognitive as well as affective learning issues; and (d) motivation for learning. (O’neil, Wainess, Baker: 2005) On the development technology of the digital age, games based learning also develops in the management of the then called digital with Digital game-based Learning. According to Coffey (2009), Digital gamebased learning (DGBL) is an instructional method that contains educational content or learning principles into video games with the goal of the

1

engaging learner. Griffiths (2002) says video or digital games can be a great tool for conducting educational research. The implementation of digital game-based learning draws upon the constructivist theory of teaching. In view of the constructivist theory, learning is a process of creation of knowledge through its interaction with objects and the environment use of sensory (Budiningsih, 2005:57). Constructivist learning theory is closely related to knowledge. According to the theory of constructivist approach, knowledge is not a collection of facts from a reality that is being studied, but rather as a person's cognitive construction against an object, experience, or environment. Burning et al (Schunk, 2012: 231) says “… teachers should not teach in the traditional sense of delivering instruction to a group of students. Rather, they should structure situations such that learners become actively involved with content through manipulation of materials and social interaction”. Notice of the opinion there are at least three things that can be observed, namely (1) the learning process that doesn't have to do with the traditional way of the one group of students, (2) teachers may organize a learning situation in such a way so that the students become active, and (3) teachers may do a manipulation against material and interaction in the classroom. Thus, it can be said that the learning of constructivist basically gives the opportunity to students to be active in the learning process, although there is a manipulation that is performed on the material and teacher interaction in the classroom. Manipulation is not a means to change the content of the subject matter, but only to the extent the material settings and on the procedures for interactions that occur during the learning process takes place. 2 METHOD This paper describes a developing game based on a historical event in Kalimantan. The discussion in this paper is divided into three parts, the development models, the basic game development and game development based on historical events. This paper is based on the study of literature and the experience in developing instructional media with historical material. 3 RESULT 3.1 Development Models Sukmadinata (2013:167), in the implementation of research and development there are three methods used, i.e. descriptive, evaluative methods and experimental. Sugiyono (2006:298), there are ten steps that research and development should be made to produce a product that can be accounted for scientifically: (1) the potential and problems, (2) data collection, (3) product design, (4) design validation, (5) revision of the design, (6) testing products, (7) product revision, (8) trial usage, (9) revision of the product, and (10) mass production.

2

Borg & Gall (1989:161), research and development measures a total of ten stages: 1) research and information collecting, 2) planning, 3) develop a preliminary form of product, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, and dissemination and implementation. Januszewski and Molenda (2008:108) suggested a model of research and development of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Thiagarajan, et al (1974:5) in the book entitled Instructional Development for Training Teachers of Exceptional Children: a Sourcebook posited development model that is named 4-D Models. This development model is composed of four stages: Define, Design, Develop, and Disseminate. Mayer (2009:77) mentions three essential processes that became the basic assumptions in active learning, namely the selection of relevant material, organize materials that have been selected, and the blending of materials that have been selected with the knowledge that already exists. Based on the above description, basically there are a few steps that can be done in the development a product in learning: 1) needs analysis, 2) determination of instructional objectives, 3) media and format selection, 4) creation of the initial design, 5) testing and development design, 6) evaluation of final design, and 7) implementation in learning. 3.2 Development of Game Based Learning According to Sudjana and Rivai (2007:139-141), using computer-assisted learning, there are at least 5 models of learning, namely tutorial, drill, problemsolving, simulation, and games. Each model has its advantages and disadvantages of each. One model has a distinct from other models. Basically, the selection model became part of the most important in the effort to develop a game that exactly with the subject matter. The tutorial is a model who is guiding students to learn, by presenting the material in small units which end with some questions as reinforcement. Student response to the questions will be analysed by the program and will be compared with the answers that are integrated with the correct answer on when the program is generated. Any answers will be given feedback be given the correct answer and reinforcement in the form of explanations of each answer are discussed. The drill is a model which guides students through a series of examples which are then increased in dexterity and skill in applying smoothness. In using the models, concepts, rules and procedures should be explained first learned by students. The principle of this model is the strengthening of all the correct student answers on a permanent basis. This model is hard-wired with learning levels in accordance with a proficiency level through the correct answer. In other words, the correct answer for students is key to proceed to the next level. Problem-solving is a general term to describe activities that use the inductive approach in teaching. This model performs activities in the laboratory to approach the real learning is usually done outside the classroom. Using this model

3

learning objective is to acquire a more in-depth knowledge of the problems that happen in real life. Simulation is a model of learning which exposes students to real-world situations. In this model students prepared seems to be in real life who seek to acquire knowledge as much as possible. On this model, the ability of reasoning students will be honed to get capabilities in process thought. In this model, students will be faced with a choice that should be taken to continue the lessons to the next phase. The game is a model that is based on the idea that learning is fun, so students will be faced with some instructions and rules of the game. The activities of the game basically can result in elements of simulation in teaching, but rely on or no skills that are practiced in the game such as academic activities and closely related to the learning objectives to be achieved. In other words, efforts to create a pleasant atmosphere learning through game model should match the planned learning objectives. Deubel (2006) categorized games as action, adventure, fighting, puzzle, role-playing, sports, and strategy. The characteristic of a role-playing game as same as a historical event. Role playing game has a character, storyline, and event. That component as same as components of a historical event such as player, event, and timeline of history. In the development of game-based learning, there are some principles that should be noticed: 1) constructivist learning, 2) practice, experience and interaction, 3) motivating approach, 4) encouragement of reflection, 5) feedback and self-control, 6) process monitoring, 7) creativity, 8) soft skills, and 9) utilization. (Gamelearn, 2015) Hirumi, et al (2010: 22) said there are a few of new learning environments which each new environment has strengths and weaknesses for carrying messages and meaning to the learner: 1) Traditional Classroom Teaching 2) Role Play 3) On-line Instruction 4) Single and Multi-Player Games 5) Live and Virtual Simulations 6) Augmented or Mixed Reality, and 7) Augmented Virtuality. 3.3 Designing Game-Based on Historical Event Basically, the development of games based learning according to the development models above, at least there are a few steps to do: a. determination of objectives, b. preparation of materials, c. designing storyboard, d. character design and maps, e. game programming f. trial games, and g. implementation of gaming in learning The first step for developing a game based learning is a determination of objectives. This step is done by way of conducting needs analysis based on competencies to be achieved in learning. The needs analysis includes the background of students' ability, infrastructure, existing problems in the field and analysis of the curriculum.

4

The next step is the preparation of material. This step can be done by collecting a variety of information about historical events that will be used as material in the game development. In historical events, information can be managed by gathering in advance about the storyline, important event, timeline, location, and people involved in it. After all of the information collected, the next step is designing storyboards are basically in line with the storyline in the event's history. So it is with designing characters and maps. Basically, in a game, the character is a character that plays a role in an event as it happens in a historical event. The people involved in a historical event can be characterized by gamebased learning will develop according to the historical event. The maps also can be made as is possible with the scene in which the event occurred. Table 1 Equation of Game and History Game Character Time Story Map Design Event Storyboard

History Actor in History Timeline in History Location in History Historical Event Storyline of Historical Event

After finishing of designing characters and maps, the next step is game programming. In this step, the developer can do the programming stages by doing towards the materials that have been prepared. Programming languages that are used depending on the software used. This step is basically the steps to link one event with different logic games that have been determined. After the game programming process is complete, it's time to do a tryout game on a limited scale. These tests can be done for some people. After the trial was completed, it's a good game against revision was done in accordance with the user's response in the free trial. After all is ready, the implementation game in learning can be kept 4 DISCUSSION Designing a game using RPG Maker MV is basically done after collecting information about the historical event has been completed. The information used for designing a game based on the historical event is a storyline, important event, timeline, location, and people involved in it. Designing a game based on historical event with RPG Maker MV can be done in few steps: a. creating project b. designing character c. designing maps d. programming game e. trial games 5

Creating a project in RPG Maker MV can be done by opening the file and new project or by pressing the key combination CTRL + N. After the project is created, it is the time the name of the project and the game title and location of the project are placed in a computer.

Figure 1 Creating Project in RPG Maker MV After creating a project is done, the next step is designing characters. At this stage, the character can be designed through a character generator that's located on the top right marked with the person icon. In this menu, the character can be created automatically or in accordance with our desires, male or female. Character design can be performed repeatedly in accordance with the number of characters involved, as has been analysed against the historical event used in the storyboard.

Figure 2 Character Generator in RPG Maker MV The next steps are designed maps. In this step, designing maps can be done automatically or with our custom according to our desires. If the maps can be made automatically, then press CTRL+D to generate dungeon. If the maps can be made with our custom, in the side menu there are some tile set that can be used to create a map.

6

Figure 3 Map Generator in RPG Maker MV The next step is programming. In RPG Maker MV, game programming is done by means of creating a logic games such as event and interactions between characters. The making of the game logic is done by arranging the event command in some parts, such as message, game progression, flow control party, actor, movement, character, picture, timing, screen, audio & video, system setting, and maps.

Figure 4 Programming Menu in RPG Maker MV The final step of the designing game with RPG Maker MV is trial games. This step can be done with menu playtest. By conducting a playtest, we can find out any mistakes made during the process of game programming is done. In other words, in this stage of the trial games done independently in order to perfect the game developed

7

Figure 5 Playtest in RPG Maker MV 5 CONCLUSION Game development based on historical events can be made using RPG Maker MV. Before doing game development, preferably information about historical events such as the storyline, important event, timeline, location, and people involved in it are collected in advance. This information will be used as the based for the creation of storyboards, characters, story, time, and event folder REFERENCES Borg, W. R. & Gall, M. D. (1989). Educational Research: An Introduction. New York: Longman. Budiningsih, A. C. (2005). Belajar dan Pembelajaran. Jakarta: PT. Rineka Cipta Coffey, H. (2009). Digital game-based learning. Learn NC. Retrieved October 15, 2016 from http://www.learnnc.org/lp/p Deubel, P. (2006). “Game on!” T.H.E. Journal” (Technological Horizons in Education) 33 (6), pp. 30-35 Gamelearn. Corporate Training: 5 Reasons for Using Game-Based Learning. Retrevied July 03, 2015 from https://gamelearn.com/corporate-training-reasons-using-game-based-learning/ ______. The Theory of Game-Based Learning. Retrieved September 24, 2015 from https://game-learn.com/the-theory-of-game-basedlearning/ Griffiths, M. (2002). “The educational benefits of video games”. Education and Health. 20 (3), pp. 47-51 Hirumi, A, et al. (2010). “Preparing Instructional for Game-Based Learning: Part 2” (TechTrends) 54 (4), pp. 19-27 Mayer, R. E. (2009). Multimedia Learning: Prinsip-prinsip dan Aplikasi. Terj. Teguh Wahyu Utomo. Yogyakarta: Pustaka Pelajar 8

O'Neil, H.F., Wainess, R., & Baker E. L. (2005). “Classification of Learning Outcomes: Evidence from the Computer Games Literature” (The Curriculum Journal) 16 (4), pp. 455-474 Schunk, D. H. (2012). Learning Theories an Educational Perspective. Boston: Pearson Educaton Inc. Sudjana, N. & Rivai, A. (2007). Teknologi Pengajaran. Bandung: Penerbit Sinar Baru Algensindo. Sugiyono. (2014). Metode Penelitian Pendidikan Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta. Sukmadinata, N. S. (2013). Metode Penelitian Pendidikan. Bandung: PT. Remaja Rosdakarya. Thiagarajan, S., Semmel, D. S & Semmel, M. I. (1974). Instructional Development for Training Teachers of Expectional Children. Minneapolis, Minnesota: Leadership Training Institute/Speci al Education, University of Minnesota.

9